This book contributes to the contemporary revival of pragmatism as
a practical and ultimately, as Mayer argues, necessary
philosophical stance within democratic schools. Given that
pragmatism addresses the question of how people can move forward in
the absence of transcendent Truth, the author shows how pragmatism
also—and not incidentally—provides grounds for pluralistic
democratic societies to move forward in the absence of shared
belief systems. Weaving together philosophical analysis and
classroom discourse research, Mayer explores the relationships
among pragmatism, progressive educational theory, and democratic
knowledge construction processes and their implications for
enacting progressive educational practices in schools. Several
original, research-based heuristics that can serve in reliably
identifying, studying, and orchestrating distinctively democratic
knowledge construction processes are presented. The importance of
granting all students a share of interpretive authority is also
emphasized. For in learning to observe and reflect on one’s own
terms, attend closely to the observations and interpretations of
one’s peers, and reason collaboratively in a transparent and
principled manner, young people are enculturated into essential
democratic values, commitments, and practices. This book is written
for a general audience and is intended for all those concerned with
strengthening the democratic character of schools and societies. It
is likely to appeal to scholars, researchers, and practitioners
with interests in philosophy and classroom discourse and curriculum
studies, as well as philosophers of education and the social
sciences more broadly.
General
Imprint: |
Taylor & Francis
|
Country of origin: |
United Kingdom |
Series: |
Studies in Curriculum Theory Series |
Release date: |
December 2023 |
First published: |
2024 |
Authors: |
Susan Jean Mayer
|
Dimensions: |
229 x 152mm (L x W) |
Pages: |
160 |
ISBN-13: |
978-1-03-234065-4 |
Categories: |
Books
|
LSN: |
1-03-234065-7 |
Barcode: |
9781032340654 |
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